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Dr. SallyAnn Giess
Assistant Professor
- Education
- State University of New York At Buffalo, Bachelor of Arts
State University of New York At Buffalo, Master of Arts
University of Dayton, Juris Doctor
University of Florida, Ph.D.
- Biography
Dr. SallyAnn Giess joined Chapman University in 2009 as an assistant professor in the Communication Sciences and Disorders (CSD) Program in the College of Educational. She holds the Certificate of Clinical Competence (CCC) from the American-Speech-Language-Hearing Association (ASHA) and has been a licensed speech-language pathologist since 1990. Dr. Giess received her doctor of philosophy from the University of Florida where her research focused on identification and intervention in developmental dyslexia. Her experience as an SLP has been with the pediatric population in both private clinics and the public school system. As an assistant professor, Dr. Giess has taught at both the undergraduate level and graduate level and has supervised in university speech and hearing clinics. In her role at Chapman University, Dr. Giess teaches diverse courses in the CSD graduate program, including research methods, professional issues, language disorders in children, assessment and diagnostics, and counseling skills. She also guides students in their capstone projects.
In addition to her academic responsibilities, Dr. Giess also has a number of professional responsibilities. She is the editor of Perspectives for School-Based Issues, the practitioner’s journal for SLPs who work in the schools, and has held this role since 2007 and she serves on the editorial board for Communication Disorders Quarterly. Dr. Giess is also the faculty advisor for the National Student Speech-Language-Hearing Association (NSSLHA) and a member of the steering committee for ASHA Special Interest Group 16 on School-Based Issues.Scholarly Research Interests:
Dr. Giess’s research interests are with children who have spoken and written language disorders. Her initial research began with studies of differential diagnosis of developmental dyslexia and effective methods of intervention for this disorder. She continues to focus her research interests with the pediatric population, studying effective ways to identify and treat developmental language disorders.
Presentations:
Giess, S., Keane, L., & Staskowski, M. (2009, November). SLPs involved in reading and writing: We are still SLPs. Invited short course presented at the annual meeting of the American Speech-Language-Hearing Association, New Orleans, LA.
Montgomery, J, Giess, S., Dodd, J. & Moore, B (2010, September). Child language in 2010: Keeping up. Invited presenter at the CSHA District 8 and Chapman University Professional Workshop, Chapman University, Orange, CA.
Giess, S. (2010, March) Language and literacy skills in children who are homeless. Invited speaker at the CSHA annual convention, Los Angeles, CA.
Giess, S., Rivers, K., & Lombardino, L. & Kennedy, K. (2012, November). Tier 3 intervention for adolescents with reading disability. Poster session presented at the annual convention of the American Speech-Language Hearing Association, San Diego, CA.
Publications:
Montgomery, J. K., Dodd, J. L., Giess, S., & Barnes, K. (2010). A 21st century communication sciences and disorders program. ASHA Division 16: Perspectives on School Based Issues, 11 (2): 66-70. doi:10.1044/sbi11.2.66
Giess, S. (2010). The transition to the school-age years: Literacy development. In B. Shulman and N. Capone (Eds.), Language Development: Foundations, Processes, and Clinical Applications. Sudbury, MA: Jones and Bartlett Publishers
Giess, S. (2010). Implementing a workload approach to caseload: Methods and strategies. Rockville, MD: American Speech-Language Hearing Association.
Giess, S., Rivers, K., Kennedy, K., & Lombardino, L. (2012). Effects of a multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading disability. International Journal of Special Education, 27 (1), 60-73.
Giess, S., Schuessler, K., Means, J., & Dale, M. (in press). Bridging the gap between academic preparation and school-based practice. ASHA Special Interest Group 10: Perspectives on Higher Education.
- Recent Creative, Scholarly Work and Publications
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Giess, S., Rivers, K, Kennedy, K. & Lombardino, L. (2012). Effects of multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading disabilities. International Journal of Special Education. 27, 60-73.
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Giess, S., Schussler, K., Means, J., & Fitzgerald, M. (2012). Preparing graduate students to carry out their roles and responsibilities in a school-based setting. Perspectives on Issues in Higher Education, 15, 11-15.
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Montgomery, J., Dodd, J, Giess, S, & Barnes, K (2010). A 21st century communication sciences and disorders program. Perspectives on School-Based Issues. ASHA Special Interest Division 16, 11, 66-70.
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Giess, S. (2008). Transition to the school-age years: literacy development. In B. Shulman & N. Capone (Eds.). Language development: Foundations, processes, and clinical applications. MA: Jones & Bartlett.
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King, W., Giess, S., & Lombardino, L. (2007). Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: Comparison with the double deficit hypothesis. International Journal of Language and Communication Disorders, 42, 77-95.
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Leonard, L. Lombardino, L., Giess, S., and King, W. (2004). Behavioral and anatomical distinctions between dyslexia and SLI. In H. Catts & A. Kamhi (Eds.). The connections between language and reading disabilities. New Jersey: Lawrence Erlbaum.